Cybersecurity education has seen an increased interest in literature and practice because of the alarming rate of cybersecurity breaches due to existing security vulnerabilities [1]}, [2]}, the reported lack of security experts or shortage of cybersecurity workers to defend against cyber attacks [3]}, [4]} and the increase of information and communication technologies in everyday use [5]}. These point to a need to improve existing cybersecurity curricula to foster practical cybersecurity knowledge.
To that end, researchers have proposed expanding the practical aspect of cybersecurity education. One approach that has gained momentum in this regard are educational hackathons organized to support cybersecurity education  [4]}, [7]}, [3]}.
Sadovykh et al. [9]} and Steglich et al. [10]} report how adding hackathons to an educational curriculum fosters student familiarity with different technologies and supports students in adopting problem-solving practices.
Hackathons are time-bounded events during which participants with diverse backgrounds form teams and work on projects of interest to them [11]}. Hackathons have since begun as competitive coding events and have proliferated into various domains, including corporations [12]}, [13]}, [14]}, entrepreneurship [15]}, [16]}, [17]}, civic engagement [18]}, [19]}, [20]}, communities [21]}, [22]}, [23]} and others.
Educational settings, in particular, have been found to benefit from the introduction of hackathons because they encourage students to practice the concepts learned in the classroom [24]}, [25]}. Consequently, educators have adopted hackathons in traditional education settings related to computer science, software engineering, and STEM [26]}.
